Project Title: Discovering Theme Through Fireside and Other 19th Century Poets.
neb2:
Project Discription: During the unit on 19th century poets, we really hit theme hard. We discuss the difference between theme and moral. We also point out that American Literature begins to reflect different values during this time period as America begins to grow into a truly unique nation. After discussing theme and American poetry, we create an iMovie using a 19th century poem, still photos (either from the Internet or those that are taken by students), and music. The music and pictures must enhance the poem's symbolic interpretation. Software Used: iMovie, iPhoto, possibly Garage Band (students may also get music from freeplaymusic.com or another free site) Subject and Grade Level: We use it in 11th grade English (United States Literature), but the same procedure could be used with many units. Intergrated Subject Areas Also Covered: Music and a little history. Example:
Suggestions: Make sure students really think the theme through by requiring them to complete a story board with pictures and music suggestion as well as the specific lines of the poem that they will perform for their video. Also, practice the poem many times for inflection and tone to enhance the meaning of the poem before you have students record their voice. Materials needed: computers, Internet availability Lesson Plans/Directions: I begin the introduction by discussing theme. We read Edgar Allen Poe's "Cask of Amontillado" in the ninth grade classes and discuss the moral of the story. Students usually agree that the moral would be not to trust everyone. When we discuss that moral, students usually agree that it is to think about what you're doing before you do it. From there we discuss theme and some of the common themes between the and other stories. In this case, students usually agree that Poe's view about human nature is that there is a need for some sort of vengence. Then we discuss other stories or novels with similar themes. After really hitting themes for a day, I introduce 19th century poetry and the historical events that are occurring that influence American poetry. Poe is a natural bridge, but we also discuss Walt Whitman, Henry Wadsworth Longfellow, Ralph Waldo Emerson, Herman Melville, and others. We deconstruct a couple of poems ("I hear America Singing" and "I Sit and Look Out" are fantastic because they have completely different tones and are by the same poet).The third day of the unit, we spend time researching other 19th century poets. I have several books that they can look through and many of them look up poems on the Internet. I let them read several poems and decide on which one they would like to use for their personal interpretation. They must each choose a different poem to interpret. If I have a small class, each person does a different poet. I allow two days for making the storyboard because I feel the pre-production step is vital to the success of the project. Students must complete the story board and get it approved before starting the actual iMovie. I usually have them make a theme poster to create a billboard for their movie when they are done with the storyboard. (This gives me a day to grade the storyboards and offer suggestions for improvement before they get too far into the project. )After their storyboard has been approved, I allow them three work days during class to complete their iMovie. Some students finish earlier, however, those students become great resources for the students that are more technologically challenged. Students must include end credits for their poem, pictures, and music so we can discuss plagerism. I also give them one day in small groups to share their movies and get suggestions for improving (students make any revisions that afternoon for homework.) While I'm evaluating their iMovies, students research their poet. They have to come up with a "Top Ten" list about their poet. (Top Ten Things Everyone Should Know, Top Ten Interesting Tidbits, etc.) They must create a poster to introduce their poet to the class before they present their iMovie. In the future, I may include this in the iMovie, but currently I use this as my "grade time" to ensure all students have a successful presentation.The culminating day involves presenting their poet "Top Tens" and their iMovies. I have a review day where I emphasize the important aspects of the time period before we have a test over 19th century poets. Reading Informational Materials
Memorandums, page 110
The student will demonstrate knowledge of the major events during the first half of the nineteenth century by a) identifying the economic, political, and geographic factors that led to territorial expansion and its impact on the American Indians.
Time Period: 1834-1902 Themes: American frontier, western settlement, homesteaders, geological history, environment
View the PBS film "Hoover Dam" and discuss the following questions.
For additional information about the Grand Canyon, the Colorado River, and the settlement of the West, see "Hoover Dam," which originally aired January 18, 1999, and the accompanying Web site and teacher's guide. After watching the film, find and examine the timeline that details John Wesley Powell's life.
Before Watching
Before viewing this program, find out how familiar your students are with the Grand Canyon. Have any of your students been there? What were their experiences and impressions? Locate the canyon on a map of the United States or Arizona and discuss some if its unique features: No other place on Earth compares with it for its extensive record of geological events. The canyon walls reveal an amazing, though incomplete, time scale of Earth's geological history going back to the Precambrian era. Over the past 6 million years, the Colorado River has cut a 1.6 kilometer-deep canyon, which was first seen by a European in 1540 though never completely explored until 1869. While today it is controlled by dams, the unfettered river was so powerful that running it was extremely dangerous.
After Watching
What do you think motivated Powell to undertake such a dangerous expedition? What was at stake for him? Once Powell was successful and began mapping the Grand Canyon for the federal government, what do you think was at stake for the government? How were the motives of Powell and the government similar? How were they at odds?
Rivers have played an important role in U.S. history, as transportation and trade routes both for Native Americans and for early Europeans, as avenues of exploration, as providers of water for farming and power for mills and factories, etc. Have students choose a major river and find out about its history. How is it connected to different periods of the American story? Has its importance and role changed?
The federal government originally had no interest in Powell's plan to explore the Grand Canyon. And yet the Colorado River later became the key to successfully settling the West. Have students research the history of the Colorado River since Powell's survey. How many areas of the West depend on the river? How is it being exploited? What does it provide? What would the West be like if it had not been tamed? What has been gained? What has been lost?
Who do you think are today's explorers? What are they trying to accomplish? Do they take the same kinds of risks? What role do they play in society? Are their motivations and importance different than or the same as earlier explorers?
Literature: "The Fall of the House of Usher" by Edgar Allen Poe
Here are web resources about the short story “The Fall of the House of Usher” by Edgar Allen Poe. There are study questions, background information, an audio recoding of the story, and a quiz.
Quiz est your knowledge of the story with this interactive quiz. NOTE: This site contains a banner ad.
Scholastic: Creating Atmosphere sing the opening of "The Fall of the House of Usher" as a model, students can analyze the first paragraph, then write their own story opening. This is a three-page PDF file.
The Poe Decoder ere is a synopsis of the story, along with character sketches and analysis. NOTE: This page links to a site with ads.
The Fall of the House of Usher n this site, you can view the text of "The Fall of the House of Usher" as a webpage, download a printable 15-page PDF file, or listen to an audio recording of the story.
Poe's House of Usher n this page you can read a summary of the story and brief character sketches. NOTE: Some of the links are broken.
Edgar Allan Poe Hypertext lick on the highlighted words or phrases to view definitions and study note.
Study Guide Help Below:
House of Usher Study Guide ere are questions that can guide student comprehension while reading the story.
www.mixbook.com/.../the-minister-s-black-veil-adapted-for-childre... - CachedSimilar You +1'd this publicly. UndoChildrens version of The Ministers Black Veil by Nathaniel Hawthorne. ...that it mouldered beneath the Black Veil! 48: Pictures: Page 3: Meeting house from ...
“Self-Reliance” – Emerson’s Use of Imagery & Rhetoric (50 points) We have spent this week discussing Emerson’s ideas. It’s time now to take a closer look at how Emerson expresses those ideas, and, in particular, to examine how he uses imagery, analogies, and other forms of rhetoric to illustrate abstract and philosophical ideas. from Self-Reliance by Ralph Waldo Emerson Click on the link below and follow the instructions.
Build Skills: Because I Could Not Stop for Death * I Heard a Fly Buzz--When I Died * There's a Certain Slant of Light * My Life Closed Twice Before its Close * The Soul Selects Her Own Society * The Brain--is Wider Than the Sky * There is a Solitude of Space * Water, is Taught by Thirst by Emily Dickinson, Page 152
In this lesson, you will review some of the techniques of memoir writing. A few practice activities will strengthen your skills at using first-person point of view, showing language, and dialogue. You will also have the Brainstorming graded assignment that you completed yesterday returned today. If you have any questions about your planning assignment or about any of the feedback you received, contact your teacher to talk about it via phone or in an Elluminate session. Remember to go to the Materials section to print the addtional materials needed to complete this lesson. See the Memoir Techniques link below.
Build Skills: from Preface to the 1855 Edition of Leaves of Grass
from Song of Myself * When I Heard the Learn'd Astronomer
Main Theme .......Mere numbers, charts, and diagrams cannot sum up the mystery, power, and beauty of the universe. To begin to understand the wonder of the universe, one must view it through the lens of the unaided eye rather than the lens of the calibrated telescope in order see a glimmer of its meaning. Other ways of stating this theme are the following:
A romantic—that is, poetic or imaginative—perspective can yield a deeper appreciation of a subject than a scientific perspective can.
Cold, hard facts can obscure deep meanings of an observed phenomenon.
Figures of Speech .......Following are examples of figures of speech in the poem. (For definitions of figures of speech, click here.) Alliteration
the diagrams, to add, divide
How soon unaccountable I became tired and sick
mystical moist
silence at the stars Anaphora
When I heard the learn'd astronomer,
When the proofs, the figures, were ranged in columns before me,
When I was shown the charts, the diagrams, to add, divide, and measure them,
When I sitting heard the astronomer where he lectured with much applause in the lecture room Assonance
rising and gliding
Study Questions and Essay Topics
1....Write a poem in free verse on a subject of your choice.
2....Which discipline better presents and captures the mystery and awe of the universe: science or poetry.
3....What was Walt Whitman's attitude toward science?
4....Write an essay that elaborates on the secondary theme.
5....Why does the speaker use gliding instead of walking in line
6? For example, is it a poetic word intended to contrast with the coldly objective words of science?
*by the Bivouac's Fitful Flame * I Hear America Singing
Like many of Whitman's poems, this one relies mainly on its imagery to make it a poem. We can certainly visualize the scenes of the camp at night--no need to repeat them here! However, two things that lift the piece above being merely a short essay with the lines broken in odd places are, first, the revelation at the end that the procession winding around the speaker is not of quiet soldiers tiptoeing in from, say, picket duty but a figurative procession of his own thoughts and, second, the repetition of the first line as the last, a device that gives the poem a circular effect.
*A Noiseless Patient Spider by Walt Whitman, Page 155
"The Noiseless Patient Spider" was written because Whitman was thinking of a bridge. Spiders can make bridges for themselves. It an image between beauty and ugliness; ugliness because of the image created in the mind. When Walt used, "musing", "venturing", "throwing", "seeking", it provides an image of a spider that might seem somewhat enraged. Beauty appears in this image. One can see it and hear it, the words flow when put together and read aloud, and the words sound beautiful. Walt Whitman used several techniques in his poem, "The Noiseless Patient Spider"; he used Imagery when he wrote and when he explained the spinning of the spider "launching filament." He used paradox when he described the spider launching filament. His point of view is third person, and he uses two stanzas. What is the paradoxical meaning?
English III, Junior Lesson Plans for Unit 3 A Growing Nation: Nineteenth - Century Literature (1800 - 1870)
Review Class Syllabus
Classroom Expectations Engl. 11.doc
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Build Skills: Page 93
P11RN093.pdf
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- 33 KB
Preview: Page 94
P11RN094.pdf
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- 66 KB
Selection: Page 95
P11RN095.pdf
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Apply the Skills: Page 106
P11RN106.pdf
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The Fireside Poets
View the PowerPoint that provides details about The Fireside Poets and enjoy the warmth of the hearth.
The //Fireside Poets//Stories in Verse – The Wreck of the Hesperus
"Thanatopsis" by William Cullen Bryant
"Old Ironsides" by Oliver Wendell Holmes
from "Snowbound" by John Greenleaf Whittier, page 107
P11RN107.pdf
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- 42 KB
Preview, page 108
Apply the Skills, page 109
Fireside Poetry
Project Title: Discovering Theme Through Fireside and Other 19th Century Poets.Software Used: iMovie, iPhoto, possibly Garage Band (students may also get music from freeplaymusic.com or another free site)
Subject and Grade Level: We use it in 11th grade English (United States Literature), but the same procedure could be used with many units.
Intergrated Subject Areas Also Covered: Music and a little history.
Example:
directions and suggestions can be downloaded here.OR students can choose to create a Fireside Poster using these directions. Fireside ThemePoetry iMovieTyler S Example: http://sites.esu10.org:8000/learningweb/FiresidePoetryTyler.mov Kim U. Example: http://sites.esu10.org:8000/learningweb/GodSaveTheFlag.mov Nebraska Poetry Cather
Suggestions: Make sure students really think the theme through by requiring them to complete a story board with pictures and music suggestion as well as the specific lines of the poem that they will perform for their video. Also, practice the poem many times for inflection and tone to enhance the meaning of the poem before you have students record their voice.
Materials needed: computers, Internet availability
Lesson Plans/Directions: I begin the introduction by discussing theme. We read Edgar Allen Poe's "Cask of Amontillado" in the ninth grade classes and discuss the moral of the story. Students usually agree that the moral would be not to trust everyone. When we discuss that moral, students usually agree that it is to think about what you're doing before you do it. From there we discuss theme and some of the common themes between the and other stories. In this case, students usually agree that Poe's view about human nature is that there is a need for some sort of vengence. Then we discuss other stories or novels with similar themes. After really hitting themes for a day, I introduce 19th century poetry and the historical events that are occurring that influence American poetry. Poe is a natural bridge, but we also discuss Walt Whitman, Henry Wadsworth Longfellow, Ralph Waldo Emerson, Herman Melville, and others. We deconstruct a couple of poems ("I hear America Singing" and "I Sit and Look Out" are fantastic because they have completely different tones and are by the same poet).The third day of the unit, we spend time researching other 19th century poets. I have several books that they can look through and many of them look up poems on the Internet. I let them read several poems and decide on which one they would like to use for their personal interpretation. They must each choose a different poem to interpret. If I have a small class, each person does a different poet. I allow two days for making the storyboard because I feel the pre-production step is vital to the success of the project. Students must complete the story board and get it approved before starting the actual iMovie. I usually have them make a theme poster to create a billboard for their movie when they are done with the storyboard. (This gives me a day to grade the storyboards and offer suggestions for improvement before they get too far into the project. )After their storyboard has been approved, I allow them three work days during class to complete their iMovie. Some students finish earlier, however, those students become great resources for the students that are more technologically challenged. Students must include end credits for their poem, pictures, and music so we can discuss plagerism. I also give them one day in small groups to share their movies and get suggestions for improving (students make any revisions that afternoon for homework.) While I'm evaluating their iMovies, students research their poet. They have to come up with a "Top Ten" list about their poet. (Top Ten Things Everyone Should Know, Top Ten Interesting Tidbits, etc.) They must create a poster to introduce their poet to the class before they present their iMovie. In the future, I may include this in the iMovie, but currently I use this as my "grade time" to ensure all students have a successful presentation.The culminating day involves presenting their poet "Top Tens" and their iMovies. I have a review day where I emphasize the important aspects of the time period before we have a test over 19th century poets.
Reading Informational Materials
Memorandums, page 110
The student will demonstrate knowledge of the major events during the first half of the nineteenth century by a) identifying the economic, political, and geographic factors that led to territorial expansion and its impact on the American Indians.
(First Americans).
Build Skills: Crossing the Great Divide * The Most Sublime
Spectacle on Earth, Page 116
Crossing the Great Divide by Merriwether Lewis
Lewis and Clark . Inside the Corps . The Corps . //Meriwether Lewis// **...**
Preview, Page 117The Most Sublime Spectacle on Earth by John Wesley Powell
Preview, Page 118
Time Period: 1834-1902
Themes: American frontier, western settlement, homesteaders, geological history, environment
View the PBS film "Hoover Dam" and discuss the following questions.
For additional information about the Grand Canyon, the Colorado River, and the settlement of the West, see "Hoover Dam," which originally aired January 18, 1999, and the accompanying Web site and teacher's guide.
After watching the film, find and examine the timeline that details John Wesley Powell's life.
Before Watching
- Before viewing this program, find out how familiar your students are with the Grand Canyon. Have any of your students been there? What were their experiences and impressions? Locate the canyon on a map of the United States or Arizona and discuss some if its unique features: No other place on Earth compares with it for its extensive record of geological events. The canyon walls reveal an amazing, though incomplete, time scale of Earth's geological history going back to the Precambrian era. Over the past 6 million years, the Colorado River has cut a 1.6 kilometer-deep canyon, which was first seen by a European in 1540 though never completely explored until 1869. While today it is controlled by dams, the unfettered river was so powerful that running it was extremely dangerous.
After Watching- What do you think motivated Powell to undertake such a dangerous expedition? What was at stake for him? Once Powell was successful and began mapping the Grand Canyon for the federal government, what do you think was at stake for the government? How were the motives of Powell and the government similar? How were they at odds?
- Rivers have played an important role in U.S. history, as transportation and trade routes both for Native Americans and for early Europeans, as avenues of exploration, as providers of water for farming and power for mills and factories, etc. Have students choose a major river and find out about its history. How is it connected to different periods of the American story? Has its importance and role changed?
- The federal government originally had no interest in Powell's plan to explore the Grand Canyon. And yet the Colorado River later became the key to successfully settling the West. Have students research the history of the Colorado River since Powell's survey. How many areas of the West depend on the river? How is it being exploited? What does it provide? What would the West be like if it had not been tamed? What has been gained? What has been lost?
- Who do you think are today's explorers? What are they trying to accomplish? Do they take the same kinds of risks? What role do they play in society? Are their motivations and importance different than or the same as earlier explorers?
Apply the Skills, Page 119Build Skills: The Fall of the House of Usher * The Raven, Page 120
The Fall of the House of Usher by Edgar Allan Poe
Preview, Page 121
The Raven by Edgar Allan Poe
Preview, Page 122
Selection, Page 123
Apply the Skills, Page 128
Literature: "The Fall of the House of Usher" by Edgar Allen Poe
Here are web resources about the short story “The Fall of the House of Usher” by Edgar Allen Poe. There are study questions, background information, an audio recoding of the story, and a quiz.
- Quiz est your knowledge of the story with this interactive quiz. NOTE: This site contains a banner ad.
- Scholastic: Creating Atmosphere sing the opening of "The Fall of the House of Usher" as a model, students can analyze the first paragraph, then write their own story opening. This is a three-page PDF file.
- The Poe Decoder ere is a synopsis of the story, along with character sketches and analysis. NOTE: This page links to a site with ads.
- The Fall of the House of Usher n this site, you can view the text of "The Fall of the House of Usher" as a webpage, download a printable 15-page PDF file, or listen to an audio recording of the story.
- Poe's House of Usher n this page you can read a summary of the story and brief character sketches. NOTE: Some of the links are broken.
- Edgar Allan Poe Hypertext lick on the highlighted words or phrases to view definitions and study note.
House of Usher Study Guide ere are questions that can guide student comprehension while reading the story.Study Guide Help Below:
- PBS: Edgar Allen Poe ere is a short biography of the author.
- eThemes Resource: Author Study: Edgar Allan Poe earn more about American Gothic author Edgar Allan Poe. Includes full-text versions of his stories and poems, plus information about his life. There are lesson plans and suggested classroom activities.Background Info on Compromises before Civil WarR
LELLLe
ELLs will describe how the values and institutions of European
economic life took root in the colonies and how slavery reshaped European
and African life in the Americas. All students will find the historical relevance.
Read The Life and Narrative of Frederick Douglass - Nonfiction
Fugitive Slave Law (Visual)
3/5 Compromise: Great Visual
1850 Compromise (Great Visual)
Civil War Through Maps and Charts
Build Skills: The Minister's Black Veil by Naithaniel Hawthorne, Page 129
//The Minister's Black Veil// - Adapted for Children - Family Photo Book
www.mixbook.com/.../the-minister-s-black-veil-adapted-for-childre... - CachedSimilar
You +1'd this publicly. UndoChildrens version of The Ministers Black Veil by Nathaniel Hawthorne. ... that it mouldered beneath the Black Veil! 48: Pictures: Page 3: Meeting house from ...
//Powerpoint//
Preview, Page 130Apply the Skills, Page 131
Build Skills: from Moby-Dick by Herman Melville, Page 132
Preview, Page 133
Apply the Skills, Page 134
Build Skills: from Nature * from Self-Reliance * Concord Hymn * The Snowstorm, Page 135
from Nature by Ralph Waldo Emerson
Preview, Page 136
“Self-Reliance” – Emerson’s Use of Imagery & Rhetoric (50 points)
We have spent this week discussing Emerson’s ideas. It’s time now to take a closer look at how Emerson expresses those ideas, and, in particular, to examine how he uses imagery, analogies, and other forms of rhetoric to illustrate abstract and philosophical ideas.
from Self-Reliance by Ralph Waldo Emerson
Click on the link below and follow the instructions.
Preview, Page 137
Concord Hymn* The Snowstorm by Ralph Waldo Emerson
Preview, Page 138
Apply the Skills, Page 139
Build Skills: from Walden * from Civil Disobedience, Page 140
from Walden by Henry David Thoreau
Preview, Page 141
Selection, Page 142
from Civil Disobedience by Henry David Thoreau
Preview, Page 150
Apply the Skills, Page 151
Transcendentalism
Build Skills: Because I Could Not Stop for Death * I Heard a Fly Buzz--When I Died * There's a Certain Slant of Light * My Life Closed Twice Before its Close * The Soul Selects Her Own Society * The Brain--is Wider Than the Sky * There is a Solitude of Space * Water, is Taught by Thirst by Emily Dickinson, Page 152
Preview, Page 153
Apply the Skills, Page 154
In this lesson, you will review some of the techniques of memoir writing. A few practice activities will strengthen your skills at using first-person point of view, showing language, and dialogue. You will also have the Brainstorming graded assignment that you completed yesterday returned today. If you have any questions about your planning assignment or about any of the feedback you received, contact your teacher to talk about it via phone or in an Elluminate session.
Remember to go to the Materials section to print the addtional materials needed to complete this lesson. See the Memoir Techniques link below.
Learn about objective complements.
Practice finding objective complements.
Understand concepts about objective complements.
Watch Walt Whitman educational Video link below: What historical events appeared in Whitman's work?
http://player.discoveryeducation.com/index.cfm?guidAssetId=7B6DFC0B-FB49-415E-80F8-AFD45AB0F3BC&blnFromSearch=1&productcode=US
Poetry of Walt Whitman
- from Song of Myself * When I Heard the Learn'd Astronomer
- Main Theme
- A romantic—that is, poetic or imaginative—perspective can yield a deeper appreciation of a subject than a scientific perspective can.
- Cold, hard facts can obscure deep meanings of an observed phenomenon.
- Figures of Speech
- the diagrams, to add, divide
- How soon unaccountable I became tired and sick
- mystical moist
- silence at the stars
- When I heard the learn'd astronomer,
- When the proofs, the figures, were ranged in columns before me,
- When I was shown the charts, the diagrams, to add, divide, and measure them,
- When I sitting heard the astronomer where he lectured with much applause in the lecture room
- rising and gliding
- Study Questions and Essay Topics
- 1....Write a poem in free verse on a subject of your choice.
- 2....Which discipline better presents and captures the mystery and awe of the universe: science or poetry.
- 3....What was Walt Whitman's attitude toward science?
- 4....Write an essay that elaborates on the secondary theme.
- 5....Why does the speaker use gliding instead of walking in line
- 6? For example, is it a poetic word intended to contrast with the coldly objective words of science?
*by the Bivouac's Fitful Flame * I Hear America Singing.......Mere numbers, charts, and diagrams cannot sum up the mystery, power, and beauty of the universe. To begin to understand the wonder of the universe, one must view it through the lens of the unaided eye rather than the lens of the calibrated telescope in order see a glimmer of its meaning. Other ways of stating this theme are the following:
.......Following are examples of figures of speech in the poem. (For definitions of figures of speech, click here.)
Alliteration
Anaphora
Assonance
Like many of Whitman's poems, this one relies mainly on its imagery to make it a poem. We can certainly visualize the scenes of the camp at night--no need to repeat them here! However, two things that lift the piece above being merely a short essay with the lines broken in odd places are, first, the revelation at the end that the procession winding around the speaker is not of quiet soldiers tiptoeing in from, say, picket duty but a figurative procession of his own thoughts and, second, the repetition of the first line as the last, a device that gives the poem a circular effect.
*A Noiseless Patient Spider by Walt Whitman, Page 155
"The Noiseless Patient Spider" was written because Whitman was thinking of a bridge. Spiders can make bridges for themselves. It an image between beauty and ugliness; ugliness because of the image created in the mind. When Walt used, "musing", "venturing", "throwing", "seeking", it provides an image of a spider that might seem somewhat enraged. Beauty appears in this image. One can see it and hear it, the words flow when put together and read aloud, and the words sound beautiful.
Walt Whitman used several techniques in his poem, "The Noiseless Patient Spider"; he used Imagery when he wrote and when he explained the spinning of the spider "launching filament." He used paradox when he described the spider launching filament. His point of view is third person, and he uses two stanzas. What is the paradoxical meaning?
Preview, Page 156
Apply the Skills 157
Writing Assignment/Survey/Compare and Contrast Views/Analysis
This completes the end of Unit 3.
http://iron.lcc.gatech.edu/~ntrivedi6/blog/?tag=red-badge-of-courage
Red Badge of Courage Ancillaries and lesson plans
Unit 4 Click on the link below to see Junior English III Lesson Plans for Unit 4
Junior Lesson Plans Unit 4